Pre-Site Visit Checklist

LEADERSHIP

Grant Leadership

Pre-Interview Checklist

For OPC/UPEP

Thank you for agreeing to participate in an interview for the [OPC/UPEP] program. As you know, this project is being sponsored by the U.S. Department of Labor. My name is Douglas Klayman and I work for a company called Social Dynamics, an independent research firm located in Gaithersburg, Maryland. Social Dynamics is acting as subcontractor to Westat, an independent research firm in Rockville, Maryland who is contracted by the Department of Labor to conduct these interviews as part of a larger assessment of the Pathways to Careers Community College Project. I will be conducting an interview with you Month/Day/Year.

The purpose of this Pre-Interview Checklist is to collect information on the key components of [OPC/UPEP], as well as the community college offices and the state, local and community based agencies you collaborate with through [OPC/UPEP], to make efficient use of our time during your in-person interview

Our goals are to learn more about your role in the initiative, the goals of the program, collaboration among stakeholders, and the services that are provided to the students in the program. Once you have completed this checklist, we will follow-up with you to collect more detailed information during your in-person interview scheduled for Month/Day/Year time.

Should you have any questions about this Pre-Interview Checklist, please contact me at 855-990-1105 x105.

Douglas Klayman, Ph.D.

I. In your opinion, under the following four headers, indicate the top three most important components of the [OPC/UPEP] program? (i.e. place a 1, 2, or 3 in the right hand column)	1, 2, 3
Programmatic Service
Work-Based Learning Experiences (e.g. job shadowing, internships, on the job training)
Soft-Skills Training
"Guideposts for Success”
Compressed Career Pathways Training Opportunities
Universal Design Principles
Student Leadership and Engagement
Sequencing of Academic and Career Vocational Topics So Students do not Duplicate Coursework
Group and/or Individual Discovery
Connections Between Secondary, Post-Secondary, and Community
Transition support activities from Secondary to Post-Secondary School
Formal agreements between secondary schools and the Community College that allow students to earn postsecondary credit while in secondary school?
Communication with Secondary School Personnel (e.g. Special Education Staff, Transition Staff)
Individualized Alignment of Community College and Community Supports
Concurrent Enrollment & Secondary School Outreach
Corporate & Public Partnerships
Integrated Resource Team (IRT) approach to integrate resources and services, blend and braid funds, and leverage resources across multiple service delivery systems
Personalized Individual Supports
Monitoring Progress of Participating Students
Student Self-Advocacy and Self-Efficacy Training or Support
Individualized Career Planning (e.g. Individualized Learning Plans, exploring vocational options, career counseling, assessing existing occupational skills, training needs)
Staff person, at the local level, with workplace and disability experience and expertise
Diversity Services
Learning Center/Academic Support Center
Classroom Accommodations
Financial Aid Assistance and Counseling
Transition to Employment
Use of Ticket to Work Employment Networks
Stacked and Latticed Credentials
Economic and Workforce Development
Customized employment
Social Security Administration's (SSA) Ticket to Work Program
II. With regard to the following offices, check off which two (2) you think will have the most impact on students with disabilities in the [OPC/UPEP] program during the grant period?	√
Continuing and Extended Learning
Educational Opportunity Program
Information Technology
Disability Services Office
Diversity Services
Learning Center/Academic Support Center
Classroom Accommodations
Financial Aid Assistance and Counseling
III. Please identify up to four state industry organizations, business associations, or local employers who were/are the most directly involved in the design of the [OPC/UPEP] program and/or work-based learning opportunities?
a.
b.
c.
d.
IV. Which, if any of the following programs/services are available through state industry organizations, business associations, local employers? (Check all that apply)	√
On-the-job training
Summer youth employment
Registered Apprenticeships
Internships
Other paid and unpaid work experiences
V. Which, if any, of the following employment and related organizations have you partnered with to help with the development of the program? (Check all that apply)	√
Workforce Investment Boards (WIBs)
American Job Centers
Postsecondary Vocational Education
Vocational Rehabilitation
Trade Adjustment Assistance
Veterans Employment and Training Programs
Community Services Block Grant
Employment and training activities by the Department of Housing and Urban Development
Unemployment Insurance
Job Corps
Bureau of Apprenticeship and Training
Temporary Assistance for Needy Families (TANF) (WIOA mandated)
Career & Technical Education (WIOA mandated)
Supplemental Nutrition and Assistance Program (SNAP) (WIOA mandated)
Employment and Training (E&T) (WIOA mandated)
Second Chance Act Programs (WIOA mandated)
VI. Which, if any, of the following wraparound support services are being offered through [OPC/ UPEP] Program? (Check all that apply)	√
Child Care
Transportation
Case Management
College Adjustment and Retention Services
Financial Aid
Academic and Career Counseling
Employment Assistance
Job coaching
Social support
Financial literacy training
Financial capability counseling
Drop-out prevention services,
Life skills
VII. Partnerships and Collaborations
Which, if any, of the following collaborative relationships or partnerships are in place to support the initiative’s primary purpose of making the existing career pathways system accessible, inclusive and accommodating of people with disabilities? (Check all that apply)
Workforce Agencies, Business and other Community Stakeholders
Workforce Investment Board(s) and local job centers
Secondary Education staff
Adult Basic Education providers
TANF providers and Human Service agencies
Economic Development agencies
Business/Employer representative(s)
Vocational Rehabilitation specialists
Other community-based organizations
State Agencies
Human Services
Economic Development
Adult Basic and Postsecondary Education
Rehabilitation
State DOL
Corrections/Juvenile Justice
Mental Health
Intellectual/DD
Other Stakeholders/Services
Medicaid
Social Security/Ticket to Work Employment Networks
Transportation
Housing
Registered apprenticeship programs
Asset development entities
Carl D. Perkins Act providers
Career and Technical Education (CTE) providers
VIII. Which, if any, of the following collaborative relationships or partnerships have or are being put into place? (Check all that apply)	√
Secondary Level
Local education agencies
High schools
Career Academies
Secondary Career & Technical Education Programs
Alternative high schools
Job Corps
Youth Build
Workforce Agencies, Business and other Community Stakeholders
Workforce Investment Board(s) and local job centers
Secondary Education staff
Economic Development agencies
Business/Employer representative(s)
Vocational Rehabilitation specialists
Other community-based organizations
State Agencies
Human Services
Economic Development
Vocational Rehabilitation
State DOL
Corrections/Juvenile Justice
Mental Health
Intellectual/DD
Other Stakeholders/Services
Medicaid
Social Security/Ticket to Work Employment Networks
Transportation
Housing
Registered apprenticeship programs
Asset development entities
Carl D. Perkins Act providers
Career and Technical Education (CTE) providers

Thank you for completing the [OPC/UPEP] pre-interview checklist!